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This wikispace is presented by Katie Graves in fulfillment of the requirements of =**SEED 394 Internship in Secondary Education **= The Internship Field Experience is the second of three required field experiences for certification in The School of Education at The University of South Dakota. The Internship is designed to give students a more extensive and participatory experience than the Paraprofessional Field Experience, and students who complete the Internship will be better prepared to enter the Student Teacher Field Experience. In keeping with the School of Education’s theme of //Reflective Decision Making + Leadership //, the Internship is designed to allow students the opportunity to examine their interactions in the school setting and to evaluate the role they play in student learning. According to Donald Graves (2001), “Awareness that grows out of the specifics of your own situation produces energy. For this reason, you need to know the details of your own experience in order to make some judgments about how to set a personal and professional direction for your life.” The activities required during the Internship Field Experience and the associated written assignments will give you the chance to reflect upon your progress toward becoming a teacher. Perhaps more importantly, you will have the opportunity to reassess and, hopefully, reaffirm your commitment to teaching as a career path.

Graves, D. (2001). //The Energy to Teach. // Portsmouth, NH: Heinemann = =
 * Katie Graves's Spring 2009 SEED 394 Internship Placement **
 * School: || Mitchell, SD: Second Chance High School ||
 * Field-Based Supervisor: || Mr. Darrel Anderson ||
 * Content Area: || Mathematics ||
 * FBS E-mail Address: || Darrel.Anderson@k12.sd.us ||
 * <span style="font-family: Arial, Helvetica, sans-serif;">FBS Phone: || <span style="font-family: Arial, Helvetica, sans-serif;">605-995-3086 ||
 * <span style="font-family: Arial, Helvetica, sans-serif;">USD Supervisor: || <span style="font-family: Arial, Helvetica, sans-serif;">Kevin J. Reins ||
 * <span style="font-family: Arial, Helvetica, sans-serif;">USD Supervisor Phone: || <span style="font-family: Arial, Helvetica, sans-serif;">605-677-5831 ||
 * <span style="font-family: Arial, Helvetica, sans-serif;">USD Supervisor E-mail Address: || <span style="font-family: Arial, Helvetica, sans-serif;">Kreins@usd.edu ||

1. I would like to become more confident speaking in front of students.
I am terrified of speaking in public, which sometimes requires me to ask myself why I want to teach. The days I taught my lessons, I could barely eat breakfast and lunch. I was lucky to have gotten through speech class my first semester of college. The first lesson I presented was somewhat shaky. I presented everything fine, but I was a nervous wreck inside. Part of that problem was that I did not feel comfortable around the students (since this was my second day), which left my students feeling uncomfortable. I also spoke too fast. Some of the students take longer to learn, and my speaking rate did not help them. However, on the next day, I knew more of the students (and their names). I had also gone through possible questions the students might ask with Mr. Anderson beforehand, which left me feeling way more comfortable. I walked around during the presentation, I was able to call students by their names, and did not have to follow a strict plan when doing an activity with the students. My comfort level when speaking in front of students sky rocketed between my second and third day. I feel confident that the more I get to know my students and the more practice I have, I will become comfortable speaking in front of students. I know that I made great progress over the last four days.

2. It is my intent to relate to each student when offering individual instruction.
I felt like over the four days I spent at SCH, I learned the most regarding this goal. Mr. Anderson did an impeccable job of making a connection with each of his students. Throughout my internship, he continuously told me things that interested the students, and ways to build that connection: asking how their days are, asking what they’re working on, how their weekend was, etc. At the beginning of my internship, there were quite a few students that intimidated me. There was one student in particular that Mr. Anderson paired me with that I was not sure of how it would go. We started by just doing math problems. After awhile, I started asking him questions about what he had planned for Spring Break, what math he had taken before, about his family. Everyday I worked with him while he did his math so he didn’t get distracted looking out the window. Each day I learned more about him and vice-versa and it was really amazing. I was not able to do this with every student I sat with, but I felt like I reached my goal with just one.

3. I would like to explore different teaching outlets, rather than just lecturing. I would like to engage my students.
Exploring different teaching outlets is hard. This is especially true when trying to plan lessons without a ton of preparation time. I did use Power Point for both of my lessons. However, in my first lesson, I was able to start a small discussion about why fractions work a specific way. I also found a game—Fraction Blackjack—that the students partook in after going through the basics of fractions. Leading this activity was a feat for me. After doing this, Mr. Anderson and I talked about the different ways I could engage the students more—having them come to the board, calling on specific students, and activities where the students could move around. When I did my linear equations lesson, I had students come to the board and do the problems. I had them help each other when they got stuck. When we were done with the “lecture” portion, we moved to a Texas Instruments Ranger Activity where they students were able to “Match the Graph.” It was great because the students got to get up and try something dealing with slope. I felt that I grew a lot just from talking with Mr. Anderson. I’m anxious to try out more outlets during my Student Teaching Semester.

**<span style="font-family: Arial, Helvetica, sans-serif;">A. 45 hours of field-based classroom participation **

 * **<span style="font-family: Arial, Helvetica, sans-serif;">Date **<span style="font-family: Arial, Helvetica, sans-serif;"> || **<span style="font-family: Arial, Helvetica, sans-serif;">Hours **<span style="font-family: Arial, Helvetica, sans-serif;"> || **<span style="font-family: Arial, Helvetica, sans-serif;">Description of my activities/participation in the classroom.... **<span style="font-family: Arial, Helvetica, sans-serif;"> ||
 * <span style="font-family: Arial, Helvetica, sans-serif;">03/05/09 || <span style="font-family: Arial, Helvetica, sans-serif;">1.25 Hours || <span style="font-family: Arial, Helvetica, sans-serif;">I had my introduction meeting with the Principal of Second Chance High, Mr. Shane Thill, and my Field Based Supervisor, Mr. Darrel Anderson. We discussed the basics of what would be covered throughout the internship and what I should expect to see during my time at the school. I learned quite a bit about Mitchell's Second Chance High School and alternative education in general. The students attending the school had to do an application and interview, unless assigned to there by the Department of Corrections. I also learned that the students work at their own pace, and each has a different schedule. The learning is completely individualized, and often the students teach themselves lessons. The teachers guide them in their learning, planning lessons for them, activities, and answering questions. Based on what I have learned at this initial meeting, I am looking forward to my time at this school. ||
 * <span style="font-family: Arial, Helvetica, sans-serif;">03/06/09 || <span style="font-family: Arial, Helvetica, sans-serif;">7.75 Hours || <span style="font-family: Arial, Helvetica, sans-serif;">Today I observed and assisted in the classroom from before until after school started. When I arrived, I immediately conferred with Mr. Anderson regarding the lessons I will be teaching next week. After that, students began to arrive. As all of students are on different schedules and at different points in learning, students are continuously working. I found it interested that Mr. Anderson does not have a planning period--he constantly is helping students. Throughout the morning, I walked around the classroom assisting students who had questions. At 9:45 many of the student left Second Chance High to go to the regular High School. At this time, an influx of students came into the classroom. 11:20 was lunchtime. Both the faculty and the students eat in the same room during lunch, which I thought was neat. After lunch, the students went back to work. I continued to observe the different students and helped them with their assignments. At the end of the day, the students were in charge of cleaning up the classroom, as there is no custodial staff in that portion of the school. When the school day ended, I talked with Mr. Anderson and Mr. Thill about everything that had happened during the day, and why the school does things in a certain manner. It was a great first day. I really felt like I learned a lot about alternative education and how important interacting with and relating to each student is. ||
 * <span style="font-family: Arial, Helvetica, sans-serif;">03/09/09 || <span style="font-family: Arial, Helvetica, sans-serif;">8.25 Hours || <span style="font-family: Arial, Helvetica, sans-serif;">I started my morning by going over the lesson I would present later in the day with Mr. Anderson. We went over the Power Point I had created and talked about possible ways of presenting it, and how I could interact with the students. At 8:15, students started coming into the classroom. I sat with two students who had just started at Second Chance High for the first hour and a half. I helped them go through their lessons and then answered questions dealing with assignments. After they left the classroom, I walked around and helped various individuals who had questions with what they were studied. At 12:00 I presented my lesson on fraction operations. Following my presentation, I handed out an assessment for the students to fill out. After finishing my lesson, students went back to their individual work. I continued to walk around and help them. When class ended for the day at 3:15, Mr. Anderson and I went over the lesson I will be teaching tomorrow. We also went over the things I can work on when interacting with students. It was a very productive day. I enjoyed teaching and am looking forward to teaching tomorrow. ||
 * <span style="font-family: Arial, Helvetica, sans-serif;">03/10/09 || <span style="font-family: Arial, Helvetica, sans-serif;"> 9.25 Hours || <span style="font-family: Arial, Helvetica, sans-serif;"> I arrived to school early to go over the lesson on linear equations that I would present today. We talked about what I should work on based on yesterday's lesson. We also discussed different ways to present the activity, along with going through the activity once as it included equipment I had not run before this week (TI Ranger). At 8:15, students began coming into the classroom. I walked around and assisted different students throughout the morning. Around 10:30, I sat by a girl who was working on Algebra and answered her questions as she worked to finish her assignment. At noon, I presented my lesson on linear equations. Today's lesson went far better than yesterday's. I had great participation from the students. After presenting, the students went back to their individualized work. I pulled three students aside and got their input on what they felt went well and what they thought I could improve on. At 3:15, the majority of the students left, and Mr. Anderson, Mr. Thill, and I sat down and talked about how the lesson went. They provided me with helpful input on things to try in the future, and things I should be careful about doing. I learned a great deal today about working with students in a classroom setting, especially when they are of varying ability levels. After going through the lesson, I interviewed Mr. Anderson on teaching standards. ||
 * <span style="font-family: Arial, Helvetica, sans-serif;">03/11/09 || <span style="font-family: Arial, Helvetica, sans-serif;"> 7.75 Hours || I came to school early in order to run off copies for the activity I was going to help lead today during SRB (Study Responsibility Block). After doing this, students started to pour in. I walked around and helped various students. One student was trying to find data on caffeine. I helped him log onto a database to find additional research. After this, I sat with a student and helped him through his current assignment. We also went over a test he had handed in yesterday. We worked through the problems he had missed. After this, students began to arrive for the SRB activity. Mr. Thill explained what we were going to be doing throughout the period: math and law problem solving. After he finished, I walked the students through a brief synopsis of the problems and provided a few hints before they started. Mr. Thill then broke them into groups. I was in charge of helping two groups out and answering questions they had. After they finished the questions, they got back into the large group where I walked them through the answers. Meanwhile, Mr. Anderson graded the groups' papers to see who the winners were. After this, Mr. Thill gave them some law problem solving problems where they discussed possible scenarios in groups and wrote down their answers. He went through the actual answers and then the teachers gave out prizes. After this, the Second Chance High gave me two cups with the SCH logo on them, a SCH t-shirt, and a card that they had all signed. It was really sweet of them. 11:20 was lunch time. After this, I went back to the math room and helped various students who needed assistance. After awhile, I went into the lunch room with Mrs. Anderson (in the elementary school) and helped out with lunch duty (excusing the kids after eating, opening milk cartons, etc.). Mrs. Anderson helps with various duties at SCH. I was able to shadow her for this duty. Then I went back to the math room and helped out where I could. When the day finished, I assisted Mr. Anderson with detailing who was late and on-time throughout the day (the students are required to check-in and out). I spoke with Mr. Anderson and Mr. Thill about my experiences this past week after school. I had an amazing experience here. I can only hope that I can take what I've learned during this week and use it in my future classroom someday. ||
 * || Overview of Second Chance High School || Even though it is not required, I felt like I should personally reflect on what I've learned overall throughout the past week. I have learned so much from the teachers at SCH. When I started out the week, I had no idea what alternative education was about. When I was interviewed by a student earlier today, she asked what I had originally thought/how had my thoughts changed. This led me to a later deep reflection. I honestly thought alternative education was a school setting where kids that had gotten into serious trouble went and learned in a resource room setting. I had no idea that the students enrolled at SCH took classes at the school. I thought they were in classes at the traditional high school and received help at SCH. Shadowing Mr. Anderson all week has taught me so much. I was completely wrong. The students here are on completely individualized lessons. The amount of dedication the teachers at SCH have is absolutely incredible. They make sure each student is progressing each day--often students get through three sections in a day (something I never did in traditional high school). They also require the students to read and teach themselves before asking questions. I wish that I would have known how to teach myself before I got to college. I also felt that I learned a ton about relating with students. Mr. Anderson was so amazing to watch do this. When I was in high school, I was friends with over-achievers. In college, I still tend to have friends that wouldn't be classified as "at-risk." Until this week, I really had no idea what it was like for "at-risk" students. I thought these students chose to be troublemakers. However, the majority of students in these positions came from bad situations--something out of their control. The girl I spoke with today told me her life story and I was close to tears just listening to her. The fact that she has turned her life around through SCH is amazing. The teachers at second chance high work to break down the "tough" wall and work to find ways at every possible minute to relate to their students. I hope that I can someday do that, too. I used relating to my students as one of my goals for this internship, and I do believe that there was at least one student who felt comfortable around me as the week progressed. Not only was I able to sit with him and help him with his math (something he is not fond of), but I was able to chat with him about how his day was going and what he was working towards. Through this past week, I have learned that students want someone to care about them--someone who tries to relate to them on their level--their interests, day-to-day activities, goals, and life-long aspirations. Making a difference in a student's life is what I really hope to do someday. I have been so grateful to get to intern in this program. Second Chance High has been so great for me and has opened my eyes to so much. ||
 * 3/27/09 || 10.75 Hours || I observed a classroom at the Benson Magnet school in Omaha, NE. Upon arriving, we entered a conference room and their principal, Lisa Dale, explained how the school functioned, what its purpose was, and what we should expect. I honestly don't think that anything she had said could have prepared me for what I observed. I was in a lower level math classroom for an hour and a half. When I first arrived, the teacher was taking roll and checking to see if students have the homework done. Meanwhile, a special education teacher was trying to walk the students through a math warm-up problem. It was highly unorganized (and it sort of seemed like the roles were reversed between the teachers). (Note: There isn't a resource room at this school, so the 12 special education teachers help out in normal classrooms.) The kids were yelling across the room the entire time. Even when the teachers began to speak, the students were talking, yelling, and touching each other. It was highly disrespectful. It honestly was the "nightmare" of a teaching job. I have always feared that my first classroom would be like this one. I now know that I should probably steer away from Omaha, NE, at least at first. I am a meek person, and the attitude of these students would probably run me over. The students were from various races, very different than in South Dakota. However, I don't believe that it was the race differentiation that differed these students from those in South Dakota. I think the economic status has more to do with it. Ms. Dale explained that a majority of students are on free and reduced meals. It is my hypothesis that many of these students don't have active parents, and therefore did not grow up with strict rules. However, that is just a guess. I was really fortunate to experience my internship at the alternative school in Mitchell. From that experience, I learned that not all at-risk students are rude, loud, and obnoxious. In fact, with good teaching, at-risk students are just like any other student. I hope that my first classroom will be a good experience, and not provide me with students with rambunctious attitudes. ||

**<span style="font-family: Arial, Helvetica, sans-serif;">B. Work with a group of students **
<span style="font-family: Arial, Helvetica, sans-serif;">For the portion of my experience when I worked with a group of students, I did something rather unique. As I wrote about in Part A on March 11, I helped lead a math problem solving group activity. I walked the entire SCH student body through a brief synopsis of the problems and provided a few hints before they started. Mr. Thill then broke them into groups. I was in charge of helping two groups out and answering questions they had. They had instructions on the pages we passed out to them. They were required to work together as a group, rather than having one individual doing the problems. I enjoyed working with each of the groups as these problems required each student to step outside of their comfort zone. I was able to provide guidance and ask more thought provoking questions to lead them to the answer. I felt that my interaction helped them think abstractly, and if not everyone, enough individuals to help their group out. After they finished the questions, they got back into the large group where I walked them through the answers. After this, they broke back up into small groups to discuss different lawsuits. (During this, Mr. Anderson graded the groups' math answers to the previous activity.) I again was able to ask the groups questions to keep them thinking and to consider both sides of the situation. After this, Mr. Thill went through the actual answers and then the teachers gave out prizes to the most accurate and fastest groups (eventually each of the students received a prize).

**<span style="font-family: Arial, Helvetica, sans-serif;">C. Work with students individually **
<span style="font-family: Arial, Helvetica, sans-serif;">On March 6th, I worked with a girl enrolled in Algebra IIb. She was highly energetic and very enthusiastic, even though math was not her favorite subject. She was very efficient and stayed on task well. The students at Second Chance High School are responsible for completely lessons on their own, so their objectives are not essentially specific. However, she was aiming to finish three sections today. Her lessons and homework were on the computer site: Apex. Apex is a new type of class that Second Chance High School is trying out. While she worked on the lesson, she asked me questions about how to set up equations and solve for x when the denominators were different. After talking her through steps, she worked on homework, and I went over with her where she had had difficulties. My interaction with her solidified what she was learning. I know that when I am teaching myself a concept, I am often unsure whether or not I have learned it correctly. However, when a teacher presents or solidifies a concept, I do not doubt them. I assessed her learning based on the fact that she was able to do the homework problems correctly after having me explain the concept. I really enjoyed working with this student.

On March 11th, I was able to work with this same student again. Mr. Anderson asked me to help her create a wikispace where she could journal about math. We got it set up so as soon as she finished each lesson, she could write about it. I'm not sure that she was thrilled with the extra work that was being created for her. However, she didn't complain and was very interested in what a wikispace was. Later on that day, she interviewed me about my experience at Second Chance High so they could put it in their newsletter. Speaking with her for those twenty or thirty minutes really impacted me. We talked about what Second Chance High has done for her and where she now wants to go in her life. Students like her are the reason why alternative high schools are so necessary in today's education systems. Not only did I learn how to teach individual math from her, but I learned that knowing where a person comes from and wants to go is sometimes more important than the knowledge you can give them. Enabling a student to go from rock bottom to aspiring to obtain a college degree is incredible. The teachers at Second Chance High make such a large impact on their students in such a positive way. They are truly an inspiration.

**<span style="font-family: Arial, Helvetica, sans-serif;">D. Participate in redesign of a lesson with technology **
<span style="font-family: Arial, Helvetica, sans-serif;">[|Order of Operations.ppt]

Reflection on Technology Standards:
Technology is more important every day in this world. Students are living in the technology world, which is why it is necessary to implement technology in the classroom. I chose to do my resign of technology on the “Order of Operations.” Through this, I have worked to:

Facilitate and Inspire Student Learning and Creativity:
Through this standard, I worked to find websites that would test for comprehension, as well as interest the students. For example, one of the games that the Power Point links to is in the form of “Who Wants to be a Millionaire.”

Design and Develop Digital-Age Learning Experiences and Assessments:
It was my aim to present the information in a form that was virtual as well as engaging. I worked to make sure that the formative (practice examples) and summative (game) assessments went along with what was taught in the other portions of the Power Point.

Model Digital-Age Work and Learning:
I worked to make sure that I used more than one resource for planning this activity (Power Point and virtual games).

Engage in Professional Growth and Leadership:
I felt that by creating this Power Point I was assisting the school I interned at. They can use this Power Point with future students who are struggling with the Order of Operations. This is a very difficult subject for some students, and is a very important foundation for other math outlets.

**<span style="font-family: Arial, Helvetica, sans-serif;">E. Classroom teaching two lessons with lesson plans and documented impact on student learning **

 * <span style="font-family: Arial, Helvetica, sans-serif;">Lesson #1 - Fraction Applications **<span style="font-family: Arial, Helvetica, sans-serif;">
 * <span style="font-family: Arial, Helvetica, sans-serif;">Lesson #2 - Linear Equations **<span style="font-family: Arial, Helvetica, sans-serif;">

Fractions Lesson
<span style="font-family: Arial, Helvetica, sans-serif;">Objectives Being Assessed:

O.1f: The student will be able to change mixed fractions into improper fractions
<span style="font-family: Arial, Helvetica, sans-serif;">

Linear Equations
<span style="font-family: Arial, Helvetica, sans-serif;">Objectives Being Assessed: O.1a: The student will be able to find the slope of a line O.1b: The student will be able to graph a line when given an equation or two points

**<span style="font-family: Arial, Helvetica, sans-serif;">G. Share two duties with field-based supervisor **
<span style="font-family: Arial, Helvetica, sans-serif;">I helped with lunch duty and I also helped with the time clock after school. For lunch duty, I assisted Mrs. Anderson in the elementary school cafeteria. I helped kindergarten, first and second grade students open their milk cartons, and I helped dismiss them. I thought it was interesting how the Second Change High and Elementary Staff get to work together. My second duty was going through the check-ins that the students do throughout the day. I helped Mr. Anderson go through the sheet and mark how late each person was each time they checked in (if at all). This is something he does at the end of every day. He then gives the list to Mr. Thill. I learned quite a bit about collaboration. First, it is more fun to work with a colleague. In the lunchroom, when I had questions, it was nice to have other adults there in case something happened. I had a little girl come up to me because a boy was being mean to her, for example. I had her go to another adult since I did not know how their discipline worked. It is also a good way to double check accuracy. When Mr. Anderson and I were doing the time sheet, I overlooked one of the students and Mr. Anderson caught it. Collaboration is important in schools. Working together definitely helps.

**<span style="font-family: Arial, Helvetica, sans-serif;">H. Attend an extra-curricular activity with students **
<span style="font-family: Arial, Helvetica, sans-serif;">I attended the Mitchell High School Jazz Night on March 5, 2009, at 7:00 P.M. For this event, Mitchell brought in two Yamaha Performing Jazz artists, Mike Tomaro and Tom Brantley. These artists had been working with Mitchell High School's music students for the past two days. I went an hour before the event started and talked with some of the student performers and then watched the Mitchell Jazz Band warm-up. Their director, Mr. Ryan Stahle, had them tune and run through various portions of songs. He also went over a brief overview of where each song had been adapted for the artists. The auditorium was extremely full, which was impressive and great for the students involved in the performance. From this experience, I learned a lot about preparation from attending this event. The students were very excited to perform and had obviously been working hard these past few months. Quite a few of the students showed more enthusiasm for this event than they do their schoolwork, which was not surprising. The extra-curricular activities that students participate in are often a passion for a student. I think its great that schools still offer activities such as this one. Seeing the looks on the students' faces while they performed had the most impact on me. I hope that someday I can lead my students towards finding their passions, even if it is not mathematics. Teachers can have a lasting impact on their students. Mr. Ryan Stahle has obviously helped many of his students find their passions, which is absolutely incredible. <span style="font-family: Arial, Helvetica, sans-serif;">On Saturday, March 7, 2009, I went to Sioux City, IA, for Sioux City East's Show Choir Competition. The Show Choir was currently going through some disciplinary issues with curfew from their last competition and approximately fifteen singer/dancers, and one pit player were ineligible to perform at the competition (this is a tremendous amount for this group). Because the pit lost their piano player and this part was being covered by a teacher, the pit was ineligible from their portion of the competition (to win "best pit"). I found out Friday night that two of their saxophone players had come down with influenza. I was asked to play saxophone with them. I practiced with them, went through warm-ups with them, and performed with them. It was really neat participating with this group. I learned a lot about motivation and why integrity and responsibility is so important when participating in an extra-curricular. It was really impressive that the director/administration stood firm in not letting those that misbehaved perform in the show. The students performed their hearts out, and got third in the competition, which was amazing considering all they had against them. I was impacted most by how the students that were performing did not act embarrassed because they were missing performers, but rather proud that they had performed their best. Mr. Remily, the pit director, did an amazing job of keeping the pit morale high, despite the fact that they lost eligibility. Mr. Miller, the choir director, kept the students motivated the entire time through practice, warmups and the performance. Mr. Miller and Mr. Remily clearly know how to enthuse students. <span style="font-family: Arial, Helvetica, sans-serif;">

**<span style="font-family: Arial, Helvetica, sans-serif;">I. Attend a school board meeting **
<span style="font-family: Arial, Helvetica, sans-serif;">I attended the Mitchell Public Schools board meeting on March 9, 2009 at 5:00 P.M. I learned quite a bit at this meeting. The majority of this meeting was devoted to approving the building of a new elementary school. This building is the one that Second Chance High is located in, which made it very interesting. The Second Chance High School would have a portion of the new elementary school. I learned that the beginning process of this deals with approving bidders, as well as multiple questions. Public input is asked for at the meetings. Finance was a major portion of this meeting. I was impressed by the financial knowledge of the board members present. There was also a list of events regarding awareness weeks and the different positive steps schools are taking in building character in their students. I thought it was great that the school board was interested in character building.

**<span style="font-family: Arial, Helvetica, sans-serif;">J. Reflective interview of field-based supervisor around teaching standards **
<span style="font-family: Arial, Helvetica, sans-serif;"> “The traditional high school has gone through each lesson and they know where in each subject and year each of the standards are being taught. I use some of their set up lessons to make sure I cover the standards. However, my focus is on what my students will need to succeed past high school. Quite often the skills that my students come in with are not where they should be. I find that I have to personally decide what standards are the most important that I’m going to stress.” “The number sense standards are the most difficult. Sometimes, I miss using applications. I aim for proficient in each of the standards for my students. I rarely get high-level students. Estimation is another one of the things my students hate. Quite often, students will get an answer and be done. They won’t think about what they’re doing. It’s hard to get them to think about whether or not their answer makes sense. I can talk about concepts, processes, show formulas, what intercepts are, and I think I can get them to get it, but sometimes it’s tough.” “We have students coming in without the necessary skills as freshman. If I’m going to make the student successful, I’m going to have to build on their skills. You have to find ways for these students to have success. It might mean you go back to the 7th grade stuff and you modify to pick up skills. You hit those standards that will benefit that student. Our students advance a lot further here versus the traditional high school because we build on their strengths.” “I am just about ready to finish my master’s class in teaching in educational leadership. I am researching best practices for teaching. I have done research on multiple intelligences and differentiating learning to find what ways can I reach my students. I have considered national board certification after getting my masters, but at this point I have not made any concrete decisions.” “I started at Oneida. From there, I ended up in Wessington where I had between one and five students per class. While at Wessington, I came into contact with Mrs. Yvonne Palli through the consortium of schools. She informed me of a job opportunity at Mitchell. I thought that Second Chance High would be much like the small classes I had already taught. However, I had no idea what I was getting into. Everyday I understand more and more that every student is different. Every student needs more individual attention. They know they can come here and be safe. They can come here and someone will care about how their day is going. They know someone will listen if they had something go on the night before. I might not get anything out of them certain days, but I might get a turn around the next day. I did not know I wanted to teach alternative education. I wanted to get into a bigger district. I am glad I am here. Some days are tough days. You just have to step back and look at where they were when they came here and where they are today. It is easy for some kids to fall in the cracks in normal school. By being here and working, these students will move further on and get that class done. You see so much growth in them. It makes it worth it.” “I have to keep learning. I used to think that students had to learn everything my way, the way I learned. I have learned there are many ways to show comprehension and understanding in lessons. There are many ways to get to the correct answer. I have to let students show me how to do things. I know that my kids can do high-level learning. I have to give them the opportunity to do that. Just because they’re struggling doesn’t mean they can't do it right this time. I have to be very open to letting them show what works best for them.” I believe that Mr. Anderson truly does attempt to integrate standards into his students’ lessons and overall education. However, I also think that he is very realistic when it comes to standards. The students Mr. Anderson is working with do not come in with the necessary skills in most cares. For him, its not realistic to expect that every student will hit every standard perfectly. However, Mr. Anderson is very conscious of the standards and does his best to implement them into his students’ learning. In my opinion, standards serve as a great starting block for where students need to be at during different levels of their education. However, I sometimes think that teachers are too worried about covering their standards instead of interesting their students and preparing for their students’ futures. I found Mr. Anderson’s view on standards to be very interesting. Instead of worrying and stressing about standards, he works to integrate standards in a way that will benefit his students in what they are aiming to do after high school. I hope that I can thoroughly incorporate standards into my teaching. Before the school years starts, I plan on going through my text(s), and finding where each standard can fit. I will then go through the text(s) and figure out which sections are important for my students’ futures and where they will be in the next year.
 * How do standards shape your curriculum for each of the students you are in charge of teaching? **
 * Are there any specific standards that you have difficulty integrating into mathematics? If so, how do you effectively integrate these? **
 * When students are behind in their appropriate grade level, how do you make sure that they keep caught up in their standards? **
 * How are you continuing your professional development? **
 * Did you know that you wanted to teach in a Second Chance High School when you began your post-secondary studies? When did you decide that it was right for you? **
 * What is one of the important things you have learned since you began teaching? **
 * What is your impression of your field-based supervisor’s attitude toward teaching standards? **
 * What is your impression of the impact of standards on instruction? **
 * How do you intend to incorporate standards into your teaching? **


 * <span style="font-family: Arial, Helvetica, sans-serif;">School of Education Standards for Initial Preparation of Teachers **<span style="font-family: Arial, Helvetica, sans-serif;">
 * <span style="font-family: Arial, Helvetica, sans-serif;">1. Understands Content: **<span style="font-family: Arial, Helvetica, sans-serif;"> The teacher understands the central concepts, tools of inquiry, and the structures of his/her discipline. The teacher demonstrates the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn meaningful subject matter.
 * <span style="font-family: Arial, Helvetica, sans-serif;">2. Understands Development: **<span style="font-family: Arial, Helvetica, sans-serif;"> The teacher understands how children learn and develop and can provide opportunities leading to active learning that support their intellectual, social, personal, and physical development.
 * <span style="font-family: Arial, Helvetica, sans-serif;">3. Understands Difference: **<span style="font-family: Arial, Helvetica, sans-serif;"> The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
 * <span style="font-family: Arial, Helvetica, sans-serif;">4. Designs Instructional Strategies: **<span style="font-family: Arial, Helvetica, sans-serif;"> The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills while incorporating state and national standards.
 * <span style="font-family: Arial, Helvetica, sans-serif;">5. Manages and Motivates: **<span style="font-family: Arial, Helvetica, sans-serif;"> The teacher uses an understanding of individual and group motivation and behavior to establish a safe, orderly, and equitable learning environment that fosters positive social interaction, active engagement in learning and self-motivation.
 * <span style="font-family: Arial, Helvetica, sans-serif;">6. Communicates: **<span style="font-family: Arial, Helvetica, sans-serif;"> The teacher uses knowledge of effective verbal ,nonverbal, and media communication techniques with students and their constituents within and beyond the classroom. The teacher fosters active inquiry and engagement in lifelong learning to prepare students for workforce readiness.
 * <span style="font-family: Arial, Helvetica, sans-serif;">7. Plans for Instruction: **<span style="font-family: Arial, Helvetica, sans-serif;"> The teacher plans instruction based upon knowledge of students, subject matter, technology, curriculum goals, and the community.
 * <span style="font-family: Arial, Helvetica, sans-serif;">8. Evaluates: **<span style="font-family: Arial, Helvetica, sans-serif;"> The teacher understands, creates, selects, and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
 * <span style="font-family: Arial, Helvetica, sans-serif;">9. Reflects on Practice: **<span style="font-family: Arial, Helvetica, sans-serif;"> The teacher is a reflective practitioner who continually evaluates the effects of his/her instructional choices and action on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
 * <span style="font-family: Arial, Helvetica, sans-serif;">10. Participates in the Professional Community and Seeks Professional Growth: **<span style="font-family: Arial, Helvetica, sans-serif;"> The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being, reflects on their professional behaviors, and actively seeks opportunities for professional growth and development.

1 **<span style="font-family: Arial, Helvetica, sans-serif;">1. Integrates Technology to Enhance Learning: **<span style="font-family: Arial, Helvetica, sans-serif;"> The teacher uses current technologies, software, and telecommunications networks to plan, design, deliver, and evaluate learning experiences to enhance learning. The teacher employs the ethical use of technology and uses it to further his/her professional productivity. <span style="font-size: 14pt; line-height: 200%; font-family: Cambria, serif;">
 * <span style="font-family: Arial, Helvetica, sans-serif;">12. Understands Evolution of Public Education and Its Legal and Ethical Responsibilities: **<span style="font-family: Arial, Helvetica, sans-serif;"> The teacher understands the foundations of public education, technological and societal changes in the schools, and upholds the legal and ethical responsibilities of the teaching profession.